| Tablets are one of the most effective mobile technologies that can potentially stimulate students' learning experiences because of their portability, engaging interface, and interactive tools. Although tablets are increasingly being integrated into K-12 classrooms, they are not likely to achieve their promise for better learning outcomes if teachers do not apply effective teaching methods for tablet integration into the curriculum. The question of how to create an effective technology training program for teachers to use tablets in a K-12 classroom curriculum has been addressed, but there is no literature that provides an answer based on scientific research.;This study expands the research interest in teacher-technology training through a greater understanding of the strategies and methods of tablet integration within the context of K-12 classrooms. The research setting is a teacher-training plan, which explicitly develops teachers' tablet skills and incorporates those skills to help them create a tablet-based course. An action design research approach was used to develop a teacher-technology training program for four groups of 65 teachers at two secondary schools in Thailand. The assessment of trainees' curricula, observation, and feedback on the training were used as qualitative methods to refine the training plan for each successive training group.;This study discloses that teacher-technology training for tablet integration within the context of K-12 classrooms enhances teachers' technology competency. The findings show that the teacher-technology training increases teachers' understanding of utilizing tablets with the lesson plan and enhances teaching effectiveness. The training also strengthens teachers' tablet usage skills and knowledge for various applications. Additionally, the training improves teachers' technology acceptance and helps motivate teachers to transfer knowledge learned in the training into their classroom environments. This study found that all the changes made in training components, through the four interventions, leads to continuous increase in teachers' satisfaction and learning outcomes.;In conclusion, the current research contributes to teacher-technology training literature by illustrating the important factors of effective training for teachers to integrate tablets into classrooms. Through understanding these factors, the resulting training design of this project could help educational practitioners design more effective teacher-technology training in different contexts of education. |
